4 views

Uploaded by Visnu Alagasan

Cambridge Curriculum Outline2017

- -0475804
- math cafe menu 4th grade
- Master Algebra from Scratch Part 1: Numbers
- Math Grades 1-8 (1)
- LG MATH Grade 5 - Ratl.nos.Mult.dec. v2.0
- Chapter 3 Fractions
- lesson paln adding fraction with unlike denominator
- Scheme of Work Maths Stage 7(2)
- 3 standards horizontal
- cookingcommoncore
- southloopsyllabus 2015-20161
- es table grade 3 eoy for parcc final
- orca_share_media1559211976396
- Year 5
- multiplicationdivisionnotes
- Cancel
- 04 Gr3 TEKS
- Rpp PECAHAN
- smlrd1.1314.pdf
- Final Foundations to Learning and Teaching Fractions

You are on page 1of 20

Cambridge Primary combines a world-class curriculum with high-quality support for teachers and

integrated assessment. The curriculum is dedicated to helping schools develop learners who are

confident, responsible, reflective, innovative and engaged. Cambridge Primary has curriculum

frameworks for English (including English as a Second Language), Mathematics and Science which

have been designed to engage learners in an active and creative learning journey.

The curriculum frameworks for each subject for Cambridge Primary offers an optional testing structure

Cambridge Primary are organised into six stages. to assess learner performance and report progress for

They reflect the teaching target for each year group both learners and parents. These assessments provide an

and provide comprehensive learning objectives. international benchmark that enables teachers to identify

learner strengths and weaknesses within individuals and

For Cambridge Primary English, the curriculum is class groups and develop further teaching and learning

presented in five content areas or ‘strands’. These are support using the information from the test results.

further subdivided into ‘substrands’. The framework

promotes an enquiry-based approach to learning to Cambridge Primary Progression Tests are available to

develop thinking skills and encourage intellectual schools registered for Cambridge Primary for stages 3–6.

engagement. The five strands and substrands are: These tests are marked by teachers and come with full

mark schemes and marking guidance. At the end of

Phonics, spelling and vocabulary Cambridge Primary, schools can also offer Cambridge

Primary Checkpoint, a diagnostic test which offers

Grammar and punctuation

comprehensive feedback at the end of the Cambridge

• Reading Primary stage.

• Writing

On the following pages, you will find some examples from

Reading

the Phonics, spelling and vocabulary strand for stages 1, 3

• Fiction and poetry and 5 of the Cambridge Primary English curriculum.

• Non-fiction

Writing

• Fiction

• Non-fiction

• Presentation

Speaking and listening

confidently and effectively and to develop critical skills

in order to respond to a range of information, media and

texts with enjoyment and understanding.

language competency in English based on a curriculum

designed to be successful in any culture and to promote

cross-cultural understanding. The Cambridge Primary

English curriculum framework provides a solid foundation

on which the later stages of education can be built.

Cambridge Primary English Curriculum outline for 2015, 2016 and 2017

Stage 1 Stage 3

Strand: Phonics, spelling and vocabulary Strand: Phonics, spelling and vocabulary

• Hear, read and write initial letter sounds • Use effective strategies to tackle blending unfamiliar

words to read, including sounding out, separating into

• Know the name and most common sound associated

syllables, using analogy, identifying known suffixes

with every letter in the English alphabet

and prefixes, using context

• Identify separate sounds (phonemes) within words,

• Use and spell compound words

which may be represented by more than one letter,

e.g. ‘th’, ‘ch’, ‘sh’ • Know irregular forms of common verbs

• Use knowledge of sounds to read and write single- • Use effective strategies to tackle segmenting

syllable words with short vowels unfamiliar words to spell, including segmenting

into individual sounds, separating into syllables,

• Blend to read, and segment to spell, words with final

using analogy, identifying known suffixes and

and initial adjacent consonants, e.g. b-l, n-d

prefixes, applying known spelling rules, visual

• Begin to learn common spellings of long vowel memory, mnemonics

phonemes, e.g. ‘ee’, ‘ai’, ‘oo’

• Learn rules for adding -ing, -ed, -s to verbs

• Use knowledge of sounds to write simple regular

• Extend earlier work on prefixes and suffixes

words, and to attempt other words

• Explore words that have the same spelling but

• Spell familiar common words accurately, drawing on

different meanings (homonyms), e.g. form, wave.

sight vocabulary

• Use rhyme and relate this to spelling patterns

• Recognise common word endings, e.g. -s, -ed

and -ing.

Cambridge Primary English Curriculum outline for 2015, 2016 and 2017

Stage 5

• Investigate the spelling of word-final unstressed • Identify unfamiliar words, explore definitions and

vowels, e.g. the unstressed ‘er’ at the end of butter use new words in context

and unstressed ‘ee’ at the end of city

• Extend understanding of the use of adverbs to

• Recognise a range of less common letter strings in qualify verbs, e.g. in dialogue

words which may be pronounced differently

• Use a thesaurus to extend vocabulary and choice

• Spell and make correct use of possessive pronouns, of words

e.g. their, theirs, my, mine

• Collect synonyms and opposites and investigate

• Identify ‘silent’ vowels in polysyllabic words, shades of meaning

e.g. library, interest

• Use known spellings to work out the spelling of

• Use effective strategies for learning new spellings related words

and misspelt words

• Identify word roots and derivations to support

• Learn spelling rules for words ending in -e and -y, spelling and vocabulary, e.g. sign, signal, signature

e.g. take/taking, try/tries

• Investigate the origin and appropriate use of

• Know rules for doubling consonants and investigate idiomatic phrases.

patterns in the use of single and double consonants,

e.g. -full/-ful

How can I access the full curriculum

• Investigate spelling patterns for pluralisation,

framework?

e.g. -s/-es, -y/-ies, -f/-ves

Only schools offering Cambridge Primary can

• Extend earlier work on prefixes and suffixes, access the full curriculum frameworks.

recognising that different spelling rules apply for • If you are a Cambridge Primary school you can

suffixes which begin with vowels and those that download the full curriculum framework from our

begin with consonants password protected Cambridge Primary site

• Investigate ways of creating opposites, • If you are a Cambridge school and would like to

e.g. un-, im- and comparatives, e.g. -er, -est offer Cambridge Primary complete and return our

Additional Qualification Types form

• Revise grammatical homophones, e.g. they’re,

• If you are not a Cambridge school and would

their, there

like to find out more about Cambridge Primary

• Use dictionaries efficiently and carry out ICT complete our Expression of interest form.

spell checks

Customer Services team at info@cie.org.uk or call them on +44 1223 553554.

Cambridge Primary Mathematics

Curriculum outline

Cambridge Primary combines a world-class curriculum with high-quality support for teachers and

integrated assessment. The curriculum is dedicated to helping schools develop learners who are

confident, responsible, reflective, innovative and engaged. Cambridge Primary has curriculum

frameworks for English (including English as a Second Language), Mathematics and Science which

have been designed to engage learners in an active and creative learning journey.

Cambridge Primary are organised into six stages. The Cambridge Primary Mathematics curriculum

They reflect the teaching target for each year group framework provides a solid foundation upon which

and provide comprehensive learning objectives. For the later stages of education can be built.

Cambridge Primary Mathematics, the curriculum is Cambridge Primary offers an optional testing

presented in five content areas or ‘strands’. These are structure to assess learner performance and report

further subdivided into ‘substrands’. The strands and progress for both learners and parents. These

substrands are: assessments provide an international benchmark

Number that enables teachers to identify learner strengths

• Numbers and the number system and weaknesses for individuals and class groups and

develop further teaching and learning support using

• Calculation – Mental strategies, Addition and

the information from the test results.

subtraction, Multiplication and division

Geometry Cambridge Primary Progression Tests are available to

schools registered for Cambridge Primary for stages

• Shapes and geometric reasoning

3–6. These tests are marked by teachers and come

• Position and movement

with full mark schemes and marking guidance. At

Measure the end of Cambridge Primary, schools can also offer

• Money (until stage 3) Cambridge Primary Checkpoint, a diagnostic test

• Length, mass and capacity which offers comprehensive feedback at the end of

• Time the Cambridge Primary stage.

• Area and perimeter (from stage 4)

Handling data

• Organising, categorising and representing data

• Probability (from stage 5)

Problem solving

• Using techniques and skills in solving

mathematical problems

• Using understanding and strategies in solving

problems (from stage 4)

The first four content areas are all underpinned by

Problem solving, which describes using techniques and

skills and the application of understanding and strategies

in solving problems. Mental strategies are also a key and develop a holistic understanding of the subject. On

part of the Number content. This curriculum focuses on the following pages, you will find some examples from the

principles, patterns, systems, functions and relationships Number strand and the substrands for stages 1, 3 and 5 of

so that learners can apply their mathematical knowledge the Cambridge Primary Mathematics curriculum.

Cambridge Primary Mathematics Curriculum outline

Stage 1

Substrand: Numbers and the number system Substrand: Calculation

• Recite numbers in order (forwards from 1 to 100, Mental strategies

backwards from 20 to 0) • Know all number pairs to 10 and record the related

• Read and write numerals from 0 to 20 addition/subtraction facts

• Count objects up to 20, recognising conservation • Begin to know number pairs to 6, 7, 8, 9 and 10

of number • Add more than two small numbers, spotting pairs

to 10, e.g. 4 + 3 + 6 = 10 + 3

• Count on in tens from zero or a single-digit number

to 100 or just over • Begin using pairs to 10 to bridge 10 when adding/

subtracting, e.g. 8 + 3, add 2, then 1

• Count on in twos, beginning to recognise odd/even

numbers to 20 as ‘every other number’ • Know doubles to at least double 5

• Begin partitioning two-digit numbers into tens and • Find near doubles using doubles already known,

ones and reverse e.g. 5 + 6

• Within the range 0 to 30, say the number that is 1 • Begin to recognise multiples of 2 and 10.

or 10 more or less than any given number Addition and subtraction

• Use more or less to compare two numbers, and • Understand addition as counting on and combining

give a number which lies between them two sets; record related addition sentences

• Order numbers to at least 20, positioning on a • Understand subtraction as counting back and ‘take

number line; use ordinal numbers away’; record related subtraction sentences

• Use the = sign to represent equality • Understand difference as ‘how many more to make?’

• Give a sensible estimate of some objects that can • Add/subtract a single-digit number by counting

be checked by counting, e.g. to 30 on/back

• Find halves of small numbers and shapes by folding, • Find two more or less than a number to 20, recording

and recognise which shapes are halved. the jumps on a number line

• Relate counting on and back in tens to finding 10

more/less than a number (< 100)

• Begin to use the +, – and = signs to record

calculations in number sentences

• Understand that changing the order of addition does

not change the total

• Add a pair of numbers by putting the larger number

first and counting on

• Recognise the use of a sign such as £ to represent

an unknown, e.g. 6 + £ = 10

• Begin to add single and two-digit numbers.

• Double any single-digit number

• Find halves of even numbers of objects up to 10

• Try to share numbers to 10 to find which are even

and which are odd

• Share objects into two equal groups in a context.

Cambridge Primary Mathematics Curriculum outline

Stage 3

Strand: Number

Substrand: Numbers and the number system

• Recite numbers 100 to 200 and beyond

• Read and write numbers to at least 1000

• Count on and back in ones, tens and hundreds from

two- and three-digit numbers

• Count on and back in steps of 2, 3, 4 and 5 to at

least 50

• Understand what each digit represents in three-digit

numbers and partition into hundreds, tens and units

• Find 1, 10, 100 more/less than two- and

three-digit numbers

• Multiply two-digit numbers by 10 and understand

the effect

• Round two-digit numbers to the nearest 10 and round

three-digit numbers to the nearest 100

• Place a three-digit number on a number line marked

off in multiples of 100

• Place a three-digit number on a number line marked

off in multiples of 10

• Compare three-digit numbers, use < and > signs, and

find a number in between

• Order two- and three-digit numbers

• Give a sensible estimate of a number as a range

(e.g. 30 to 50) by grouping in tens

• Find half of odd and even numbers to 40, using

notation such as 13 12

• Understand and use fraction notation, recognising

that fractions are several parts of one whole, e.g. 34 is

three quarters and 2 ⁄ 3 is two thirds

1 2 4 5

• Recognise equivalence between 2 , 4 , 8 , 10

using diagrams

• Recognise simple mixed fractions, e.g. 1 12 and 2 14

• Order simple or mixed fractions on a number line,

e.g. using the knowledge that 12 comes half way

between 14 and 34 , and that 1 12 comes half way

between 1 and 2

• Begin to relate finding fractions to division

• Find halves, thirds, quarters and tenths of shapes and

numbers (whole number answers).

Cambridge Primary Mathematics Curriculum outline

Stage 3 continued

Substrand: Calculation • Understand the relationship between halving

Mental strategies and doubling

• Know addition and subtraction facts for all numbers • Understand the effect of multiplying two-digit

to 20 numbers by 10

• Know the following addition and subtraction facts: • Multiply single-digit numbers and divide two-digit

– multiples of 100 with a total of 1000 numbers by 2, 3, 4, 5, 6, 9 and 10

– multiples of 5 with a total of 100 • Multiply teens numbers by 3 and 5

• Know multiplication/division facts for 2×, 3×, 5× and • Begin to divide two-digit numbers just beyond 10×

10× tables tables, e.g. 60 ÷ 5, 33 ÷ 3

• Begin to know 4× table • Understand that division can leave a remainder

(initially as ‘some left over’)

• Recognise two- and three-digit multiples of 2, 5

and 10 • Understand and apply the idea that multiplication

is commutative

• Work out quickly the doubles of numbers 1 to 20 and

derive the related halves • Understand the relationship between multiplication

and division and write connected facts.

• Work out quickly the doubles of multiples of 5 (< 100)

and derive the related halves

• Work out quickly the doubles of multiples of 50 to 500.

Addition and subtraction

• Add and subtract 10 and multiples of 10 to and from

two- and three-digit numbers

• Add 100 and multiples of 100 to three-digit numbers

• Use the = sign to represent equality,

e.g. 75 + 25 = 95 + 5

• Add several small numbers

• Find complements to 100, solving number equations

such as 78 + £ = 100

• Add and subtract pairs of two-digit numbers

• Add three-digit and two-digit numbers using notes

to support

• Re-order an addition to help with the calculation,

e.g. 41 + 54, by adding 40 to 54, then 1

• Add/subtract single-digit numbers to/from three-digit

numbers

• Find 20, 30, … 90, 100, 200, 300 more/less than

three-digit numbers.

Cambridge Primary Mathematics Curriculum outline

Stage 5

Strand: Number

Substrand: Numbers and the number system

• Count on and back in steps of constant size, extending • Recognise equivalence between: 1

2 , 1

4 , and 1

8 ; 1

3 and

beyond zero 1 1 1

6 ; 5 and 10

• Know what each digit represents in five- and • Recognise equivalence between the decimal and

six-digit numbers fraction forms of halves, tenths and hundredths and

• Partition any number up to one million into thousands, use this to help order fractions, e.g. 0.6 is more than

hundreds, tens and units 50 per cent and less than 107

• Use decimal notation for tenths and hundredths and • Change an improper fraction to a mixed number,

understand what each digit represents e.g. 74 to 1 34 ; order mixed numbers and place between

whole numbers on a number line

• Multiply and divide any number from 1 to 10 000 by 10

or 100 and understand the effect • Relate finding fractions to division and use to find

simple fractions of quantities

• Round four-digit numbers to the nearest 10, 100

or 1000 • Understand percentage as the number of parts in

every 100 and find simple percentages of quantities

• Round a number with one or two decimal places to the

nearest whole number • Express halves, tenths and hundredths as percentages

• Order and compare numbers up to a million using the • Use fractions to describe and estimate a simple

> and < signs proportion, e.g. 15 of the beads are yellow

• Order and compare negative and positive numbers on • Use ratio to solve problems, e.g. to adapt a recipe for

a number line and temperature scale 6 people to one for 3 or 12 people.

• Order numbers with one or two decimal places and Strand: Number

compare using the > and < signs Substrand: Calculation

• Recognise and extend number sequences. Mental strategies

• Know by heart pairs of one-place decimals with a

• Recognise odd and even numbers and multiples of 5,

total of 1, e.g. 0.8 + 0.2

10, 25, 50 and 100 up to 1000

• Derive quickly pairs of decimals with a total of 10,

• Make general statements about sums, differences and

and with a total of 1

multiples of odd and even numbers.

• Know multiplication and division facts for the 2× to

10× tables

• Know and apply tests of divisibility by 2, 5, 10 and 100

• Recognise multiples of 6, 7, 8 and 9 up to the

10th multiple

• Know squares of all numbers to 10 × 10

• Find factors of two-digit numbers

• Count on or back in thousands, hundreds, tens and

ones to add or subtract

• Add or subtract near multiples of 10 or 100,

e.g. 4387 – 299

Cambridge Primary Mathematics Curriculum outline

Stage 5 continued

• Use appropriate strategies to add or subtract pairs of • Divide three-digit numbers by single-digit numbers,

two- and three-digit numbers and numbers with one including those with a remainder (answers no greater

decimal place, using jottings where necessary than 30)

• Calculate differences between near multiples of 1000, • Start expressing remainders as a fraction of the

e.g. 5026 – 4998, or near multiples of 1, e.g. 3.2 – 2.6 divisor when dividing two-digit numbers by

single-digit numbers

• Multiply multiples of 10 to 90, and multiples of 100 to

900, by a single-digit number • Decide whether to group (using multiplication facts

and multiples of the divisor) or to share (halving and

• Multiply by 19 or 21 by multiplying by 20 and adjusting

quartering) to solve divisions

• Multiply by 25 by multiplying by 100 and dividing by 4

• Decide whether to round an answer up or down

• Use factors to multiply, e.g. multiply by 3, then double after division, depending on the context

to multiply by 6

• Begin to use brackets to order operations and

• Double any number up to 100 and halve even numbers understand the relationship between the four

to 200, and use this to double and halve numbers operations and how the laws of arithmetic apply

with one or two decimal places, e.g. double 3.4 and to multiplication.

half of 8.6

• Double multiples of 10 to 1000 and multiples of 100

to 10 000, e.g. double 360 or double 3600, and derive

the corresponding halves.

How can I access the full curriculum

Addition and subtraction framework?

• Find the total of more than three two- or three-digit

Only schools offering Cambridge Primary can

numbers using a written method

access the full curriculum frameworks.

• Add or subtract any pair of three- and/or four-digit • If you are a Cambridge Primary school you can

numbers, with the same number of decimal places, download the full curriculum framework from our

including amounts of money. password protected Cambridge Primary site

Multiplication and division • If you are a Cambridge school and would like to

offer Cambridge Primary complete and return our

• Multiply or divide three-digit numbers by

Additional Qualification Types form

single-digit numbers

• If you are not a Cambridge school and would

• Multiply two-digit numbers by two-digit numbers like to find out more about Cambridge Primary

• Multiply two-digit numbers with one decimal place by complete our Expression of interest form.

single-digit numbers, e.g. 3.6 × 7

Customer Services team at info@cie.org.uk or call them on +44 1223 553554.

Cambridge Primary Science

Curriculum outline

Cambridge Primary combines a world-class curriculum with high-quality support for teachers and

integrated assessment. The curriculum is dedicated to helping schools develop learners who are

confident, responsible, reflective, innovative and engaged. Cambridge Primary has curriculum

frameworks for English (including English as a Second Language), Mathematics and Science which

have been designed to engage learners in an active and creative learning journey.

Cambridge Primary are organised into six stages. They

reflect the teaching target for each year group and provide

comprehensive learning objectives. For Cambridge

Primary Science, the curriculum is presented in four

content areas or ‘strands’. These are further subdivided

into ‘substrands’. The four strands and substrands are:

Scientific enquiry

• Ideas and evidence

• Plan investigative work

• Obtain and present evidence

• Consider evidence and approach

Biology

• Plants

• Living things in their environment (from stage 2) The Cambridge Primary Science curriculum framework

• Humans and animals provides a solid foundation upon which the later stages of

education can be built.

Chemistry

• Material properties Cambridge Primary offers an optional testing structure

to assess learner performance and report progress for

• Material changes (from stage 2)

both learners and parents. These assessments provide an

• States of matter (from stage 4)

international benchmark that enables teachers to identify

Physics learner strengths and weaknesses within individuals and

• Forces (forces and motion from stage 3) class groups and develop further teaching and learning

• Light and dark (from stage 2) support using the information from the test results.

• Electricity (from stage 2, Electricity and magnetism Cambridge Primary Progression Tests are available to

from stage 4) schools registered for Cambridge Primary for stages

• The Earth and beyond (from stage 2) 3–6. These tests are marked by teachers and come with

• Sound full mark schemes and marking guidance. At the end of

Cambridge Primary, schools can also offer Cambridge

Scientific enquiry is about considering ideas, evaluating Primary Checkpoint, a diagnostic test which offers

evidence, planning investigative work and recording comprehensive feedback at the end of the Cambridge

and analysing data. The Scientific enquiry objectives Primary stage.

underpin Biology, Chemistry and Physics, which are

focused on developing confidence and interest in scientific On the following pages, you will find some examples

knowledge. Environmental awareness and some history from the Biology strand and the substrands for stages 1,

of science are also incorporated. 3, 5 and 6 of the Cambridge Primary Science curriculum.

Cambridge Primary Science Curriculum outline

Stage 1 Stage 3

Substrand: Plants Substrand: Plants

• Know that plants are living things • Know that plants have roots, leaves, stems

and flowers

• Know that there are living things and things that have

never been alive • Explain observations that plants need water and

light to grow

• Explore ways that different animals and plants inhabit

local environments • Know that water is taken in through the roots and

transported through the stem

• Name the major parts of a plant, looking at real plants

and models • Know that plants need healthy roots, leaves and stems

to grow well

• Know that plants need light and water to grow

• Know that plant growth is affected by temperature.

• Explore how seeds grow into flowering plants.

Substrand: Humans and animals

Substrand: Humans and animals

• Know life processes common to humans and animals

• Recognise the similarities and differences between

include nutrition (water and food), movement, growth

each other

and reproduction

• Recognise and name the main external parts of

• Describe differences between living and non-living

the body

things using knowledge of life processes

• Know about the need for a healthy diet, including the

• Explore and research exercise and the adequate,

right types of food and water

varied diet needed to keep healthy

• Explore how senses enable humans and animals to be

• Know that some foods can be damaging to health,

aware of the world around them

e.g. very sweet and fatty foods

• Know that humans and animals produce offspring

• Explore human senses and the ways we use them to

which grow into adults.

learn about our world

• Sort living things into groups, using simple features

and describe rationale for groupings.

Cambridge Primary Science Curriculum outline

Stage 5 Stage 6

Substrand: Plants Substrand: Humans and animals

• Know that plants need energy from light for growth • Use scientific names for some major organs of

body systems

• Know that plants reproduce

• Identify the position of major organs in the body

• Observe how seeds can be dispersed in a variety

of ways • Describe the main functions of the major organs of

the body

• Investigate how seeds need water and warmth for

germination, but not light • Explain how the functions of the major organs are

essential.

• Know that insects pollinate some flowers

• Observe that plants produce flowers which have male

and female organs; seeds are formed when pollen

from the male organ fertilises the ovum (female)

• Recognise that flowering plants have a life cycle

including pollination, fertilisation, seed production,

seed dispersal and germination.

framework?

Only schools offering Cambridge Primary can

access the full curriculum frameworks.

• If you are a Cambridge Primary school you can

download the full curriculum framework from our

password protected Cambridge Primary site

• If you are a Cambridge school and would like to

offer Cambridge Primary complete and return our

Additional Qualification Types form

• If you are not a Cambridge school and would

like to find out more about Cambridge Primary

complete our Expression of interest form.

Customer Services team at info@cie.org.uk or call them on +44 1223 553554.

Cambridge Secondary 1 English

Curriculum outline for 2015, 2016 and 2017

Cambridge Secondary 1 combines a world-class curriculum with high-quality support for teachers

and integrated assessment. The curriculum is dedicated to helping schools develop learners who

are confident, responsible, reflective, innovative and engaged. Cambridge Secondary 1 develops

skills and understanding in English (including English as a second language), Mathematics and

Science for learners typically aged 11–14.

Cambridge Secondary 1 are organised into three stages

corresponding to the first three years of secondary

education. They reflect the teaching target for each year

group and provide comprehensive learning objectives.

promotes an enquiry-based approach to learning to

develop thinking skills and encourage intellectual

engagement. The curriculum is presented in five

content areas or ‘strands’. These are further divided into

‘substrands’. The five strands and substrands are:

The curriculum encourages learners to be confident,

Grammar and punctuation creative and intellectually engaged, capable of applying

their skills to respond to a range of information, media

• Reading

and text with enjoyment and understanding. Learners

• Writing who follow this framework will develop a first language

competency in English based on a curriculum designed to

Reading be successful in any culture and to promote cross-cultural

understanding. The Cambridge Secondary 1 English

• Fiction and poetry

curriculum framework provides a solid foundation on

• Non-fiction which the later stages of education can be built.

schools registered for Cambridge Secondary for stages

• Fiction and poetry 7-9. These tests are marked by teachers and come with

• Non-fiction full mark schemes and marking guidance. At the end of

Cambridge Secondary 1, schools can also offer Cambridge

Speaking and listening Checkpoint, a diagnostic test which offers comprehensive

feedback at the end of the Cambridge Secondary 1 stage.

the Phonics, spelling and vocabulary strand for stages 7

and 9 of the Cambridge Secondary 1 English curriculum.

Cambridge Secondary 1 English Curriculum outline for 2015, 2016 and 2017

Stage 7 Stage 9

Strand: Phonics, spelling and vocabulary Strand: : Phonics, spelling and vocabulary

• Spell correctly most words used. • Spell correctly throughout a substantial text

including ambitious or complex polysyllabic words.

• Increase knowledge of word families, roots,

derivations, morphology and regular spelling patterns. • Continue to be aware of spelling errors and

correct them.

• Use a dictionary and thesaurus effectively to further

develop vocabulary. • Continue to extend range of language and use

it appropriately.

• Learn a range of vocabulary appropriate to their

needs, and use words precisely in speech and • Show some appreciation of how the writer’s

writing to clarify and extend meaning and to interest language choices contribute to the overall effect on

their audience. the reader, e.g. demonstrating the effectiveness of

imagery in contrasting texts or arguing that the use of

• Learn to use the terms ‘image’, ‘simile’, ‘metaphor’,

highly emotive language in an advertisement is/is not

‘onomatopoeia’, ‘setting’ and ‘genre’.

counterproductive in its effect on an audience.

• Shape and affect the reader’s response through

conscious choices and in planned ways by selecting

ambitiously from a wide and varied vocabulary for a

range of tasks, purposes and readers.

Only schools offering Cambridge Secondary 1 can access the full curriculum frameworks.

• If you are a Cambridge Secondary 1 school you can download the full curriculum framework from our password

protected Cambridge Secondary 1 site

• If you are a Cambridge school and would like to offer Cambridge Secondary 1 complete and return our

Additional Qualification Types form.

• If you are not a Cambridge school and would like to find out more about Cambridge Secondary 1 complete our

Expression of interest form at www.cie.org.uk

Customer Services team at info@cie.org.uk or call them on +44 1223 553554.

Cambridge Secondary 1 Mathematics

Curriculum outline

Cambridge Secondary 1 combines a world-class curriculum with high-quality support for teachers

and integrated assessment. The curriculum is dedicated to helping schools develop learners who

are confident, responsible, reflective, innovative and engaged. Cambridge Secondary 1 develops

skills and understanding in English (including English as a Second Language), Mathematics and

Science for learners typically aged 11–14.

Secondary 1 are organised into three stages corresponding

to the first three years of secondary education. They

reflect the teaching target for each year group and provide

comprehensive learning objectives. For Cambridge

Secondary 1 Mathematics, the curriculum is presented in

six content areas or ‘strands’. These are further divided

into ‘substrands’. The six strands and substrands are:

Number

• Integers, powers and roots

• Place value, ordering and rounding

• Fractions, decimals, percentages, ratio and proportion

• Calculation

Algebra

• Expressions, equations and formulae The first five content areas are all underpinned by

• Sequences, functions and graphs Problem solving, which provides a structure for the

application of mathematical skills. Mental strategies are

Geometry

also a key part of the Number content. Together, these two

• Shapes and geometric reasoning

areas form a progressive step preparing students for entry

• Position and movement onto IGCSE level courses. This curriculum focuses on

Measure principles, patterns, systems, functions and relationships

so that learners can apply their mathematical knowledge

• Length, mass and capacity

and develop a holistic understanding of the subject.

• Times and rates of change

• Area, perimeter and volume The Cambridge Secondary 1 Mathematics curriculum

framework provides a solid foundation on which the later

Handling data stages of education can be built.

• Planning and collecting data

Cambridge Secondary 1 Progression Tests are available

• Processing and presenting data

to schools registered for Cambridge Secondary for stages

• Interpreting and discussing results

7-9. These tests are marked by teachers and come with

• Probability full mark schemes and marking guidance. At the end of

Problem solving Cambridge Secondary 1, schools can also offer Cambridge

Checkpoint, a diagnostic test which offers comprehensive

• Using techniques and skills in solving

feedback at the end of the Cambridge Secondary 1 stage.

mathematical problems

• Using understanding and strategies in On the following pages, you will find some examples

solving problems. from the Number strand and substrands.

Cambridge Secondary 1 Mathematics Curriculum outline

Stage 7

Strand: Number

Integers, powers and roots • Use ration notation, simplify ratios and divide

a quantity into two parts in a given ratio.

• Recognise negative numbers as positions on a

number line, and in order, add and subtract positive • Recognise the relationship between ratio and

and negative integers in context. proportion.

• Recognise multiples, factors, common factors, primes • Use direct proportion in context; solve simple

(all less than 100), making use of simple tests of problems involving ratio and direct proportion.

divisibility; find the lowest common multiple in simple

cases; use the ‘sieve’ for generating primes Calculation

developed by Eratosthenes. Mental strategies

• Recognise squares of whole numbers to at least 20 x • Consolidate the rapid recall of number facts, including

20 and the corresponding square roots; use the positive integer complements to 100, multiplication

notation 72 and √49 facts to 10 x 10 and associated division facts.

Place value, ordering and rounding • Use known facts and place value to multiply and

divide two-digit numbers by a single-digit number,

• Interpret decimal notation and place value; multiply

e.g. 45 x 6, 96 ÷ 6.

and divide whole numbers and decimals by 10, 100 or

1000. • Know and apply tests of divisibility by 2, 3, 5, 6, 8, 9,

10 and 100.

• Order decimals including measurements, changing

these to the same units. • Use known facts and place value to multiply simple

decimals by one-digit numbers, e.g. 0.8 x 6.

• Round whole numbers to the nearest 10,100 or 1000

and decimals, including measurements, to the • Calculate simple fractions and percentages of

nearest whole number or one decimal place. quantities, e.g. one quarter or 64, 20% of 50kg.

Fractions, decimals, percentages, ratio and proportion • Use the laws of arithmetic and inverse operations to

simplify calculations with whole numbers and

• Recognise the equivalence of simple fractions,

decimals.

decimals and percentages.

• Use the order of operations, including brackets, to

• Simplify fractions by cancelling common factors and

work out simple calculations.

identify equivalent fractions; change an improper

fraction to a mixed number, and vice versa; convert

Addition and subtraction

terminating decimals to fractions, e.g. 0.23 =23 /100

• Add and subtract integers and decimals, including

• Compare two fractions by using diagrams, or by using numbers with different numbers of decimal places.

a calculator to convert the factions to decimals e.g. 3 /5

or 13 /20 Multiplication and division

• Add and subtract two simple fractions, e.g. /8 + /8,

1 9

• Multiply and divide decimals with one and/or two

11

/12- 5 /6 ; find fractions of quantities (whole number places by single-digit numbers, e.g. 13.7 x 8, 4.35 ÷ 5.

answers); multiply a fraction by an integer.

• Know that in any division where the dividend is not a

• Understand percentage as the number parts in every multiple of the divisor there will be a remainder, e.g.

100; use fractions and percentages to describe parts 157 ÷ 25 = 6 remainder 7. The remainder can be

of shapes, quantities and measures. expressed as a fraction of the divisor,

• Calculate simple percentages of quantities (whole e.g. 157 ÷ 25 = 6 7/25

number answers) and express a smaller quantity as • Know when to round up or down after division when

a fraction or percentage of a larger one. the context requires a whole-number answer.

• Use percentages to represent and compare

different quantities.

Cambridge Secondary 1 Mathematics Curriculum outline

Stage 9

Strand: Number

Integers, powers and roots Calculation

• Add, subtract, multiply and divide directed numbers. Mental strategies

• Estimate square roots and cube roots. • Extend mental methods of calculation, working with

decimals, fractions, percentages and factors, using

• Use positive, negative and zero indices and the index

jottings where appropriate.

laws for multiplication and division of positive integer

powers. • Solve word problems mentally.

Place value, ordering and rounding • Consolidate use of the rules of arithmetic and inverse

operations to simplify calculations.

• Recognise the equivalence of 0.1, 1/10 and 10 -1;

multiply and divide whole numbers and decimals by Multiplication and division

10 to the power of any positive or negative integer.

• Multiply by decimals, understanding where to position

• Round numbers to a given number of decimal places the decimal point by considering equivalent

or significant figures; use to give solutions to calculations; divide by decimals by transforming to

problems with an appropriate degree of accuracy. division by an integer.

• Use the order of operations, including brackets and • Recognise the effects of multiplying and dividing by

powers. numbers between 0 and 1.

Fractions, decimals, percentages, ratio and proportion

• Consolidate writing a fraction in its simplest form by

cancelling common factors.

• Add, subtract, multiply and divide fractions,

interpreting division as a multiplicative inverse, and

How can I access the full curriculum

cancelling common factors before multiplying or

dividing.

framework?

Only schools offering Cambridge Secondary 1 can

• Solve problems involving percentage changes,

access the full curriculum frameworks.

choosing the correct numbers to take as 100% or as

a whole, including simple problems involving personal • If you are a Cambridge Secondary 1 school you can

or household finance, e.g. simple interest, discount, download the full curriculum framework from our

profit, loss and tax. password protected Cambridge Secondary 1 site

• Recognise when fractions or percentages are needed • If you are a Cambridge school and would like to

to compare different quantities offer Cambridge Secondary 1 complete and return

our Additional Qualification Types form

• Compare two rations; interpret and use ration in a

range of contexts. • If you are not a Cambridge school and would like

to find out more about Cambridge Secondary 1

• Recognise when two quantities are directly complete our Expression of interest form at

proportional; solve problems involving proportionality, www.cie.org.uk

e.g. converting between different currencies.

Customer Services team at info@cie.org.uk or call them on +44 1223 553554.

Cambridge Secondary 1 Science

Curriculum outline

Cambridge Secondary 1 combines a world-class curriculum with high-quality support for teachers

and integrated assessment. The curriculum is dedicated to helping schools develop learners who

are confident, responsible, reflective, innovative and engaged. Cambridge Secondary 1 develops

skills and understanding in English (including English as a second language), Mathematics and

Science for learners typically aged 11–14.

The curriculum frameworks for each subject for Cambridge The Scientific enquiry objectives underpin Biology,

Secondary 1 are organised into three stages corresponding Chemistry and Physics, which are focused on developing

to the first three years of secondary education. They confidence and interest in scientific knowledge.

reflect the teaching target for each year group and provide Environmental awareness and some history of science are

comprehensive learning objectives. also incorporated. The Cambridge Secondary 1 Science

curriculum framework provides a solid foundation for

For Cambridge Secondary 1 Science, the curriculum is further stages of education such as Cambridge IGCSE.

presented in four content areas or ‘strands’. These are

further divided into ‘substrands’. The four strands and Cambridge Secondary 1 Progression Tests are available

substrands are: to schools registered for Cambridge Secondary for stages

7–9. These tests are marked by teachers and come

Strand: Scientific enquiry with full mark schemes and marking guidance. At the

end of Cambridge Secondary 1, schools can also offer

• Ideas and evidence

Cambridge Checkpoint, a diagnostic test which offers

• Plan investigative work comprehensive feedback at the end of the Cambridge

• Obtain and present evidence Secondary 1 stage.

• Consider evidence and approach

On the following pages, you will find some examples

Strand: Biology from the Biology strand and substrands for stages 7 and 9

of the Cambridge Secondary 1 Science curriculum.

• Plants

• Humans as organisms

• Cells and organisms

• Living things in their environment

• Variation and classification

Strand: Chemistry

• States of matter

• Material properties

• Material changes

• The Earth

Strand: Physics

• Forces and motion

• Energy

• The Earth and beyond.

Cambridge Secondary 1 Science Curriculum outline

Stage 7

Strand: Biology

Plants

• Recognise the positions, and know the functions • Compare the structure of plant and animal cells.

of the major organs of flowering plants, e.g. root, • Relate the structure of some common cells to their

stem, leaf. functions. Secondary sources can be used.

Humans as organisms • Understand that cells can be grouped together to

form tissues, organs and organisms.

• Explore the role of the skeleton and joints and the

principle of antagonistic muscles. Living things in their environment

• Recognise the positions and know the functions of • Describe how organisms are adapted to their habitat,

the major organ systems of the human body. drawing on locally occurring examples. Secondary

Secondary sources can be used. sources can be used.

• Research the work of scientists studying the • Draw and model simple food chains.

human body.

• Discuss positive and negative influence of humans

Cells and organisms on the environment, e.g. the effect on food chains,

pollution and ozone depletion.

• Identify the seven characteristics of living things and

relate these to a wide range of organisms in the local • Discuss a range of energy sources and distinguish

and wider environment. between renewable and non-renewable resources.

Secondary sources can be used.

• Know about the role of micro-organisms in the

breakdown of organic matter, food production and Variation and classification

disease, including the work of Louis Pasteur.

• Understand what is meant by a species.

• Identify the structures present in plant and animal

• Investigate variation within a species. Secondary

cells as seen with a simple light microscope and/or

sources can be used.

a computer microscope.

• Classify animals and plants into major groups, using

some locally occurring examples.

Cambridge Secondary 1 Science Curriculum outline

Stage 9

Strand: Biology

Plants

• Define and describe photosynthesis, and use the

word equation.

• Understand the importance of water and mineral

salts to plant growth.

• Understand sexual reproduction in flowering plants,

including pollination, fertilisation, seed formation

and dispersal.

• Explain the ways in which living things are adapted

to their habitats. Secondary sources can be used.

• Research the work of scientists studying the natural

world. Secondary sources can be used.

• Explain and model food chains, food webs and

energy flow.

• Explain the role of decomposers.

• Describe factors affecting the size of populations.

• Describe and investigate some effects of human

influences on the environment.

• Use and construct keys to identify plans and animals.

• Understand that organisms inherit characteristics How can I access the full curriculum

from their parents through genetic material that is framework?

carried in cell nuclei.

Only schools offering Cambridge Secondary 1 can

• Describe how selective breeding can lead to access the full curriculum frameworks.

new varieties.

• If you are a Cambridge Secondary 1 school you can

• Discuss the work of Darwin in developing the download the full curriculum framework from our

scientific theory of natural selection. password protected Cambridge Secondary 1 site

• Understand percentage as the number parts in every • If you are a Cambridge school and would like to

100; use fractions and percentages to describe parts offer Cambridge Secondary 1 complete and return

of shapes, quantities and measures. our Additional Qualification Types form.

• Calculate simple percentages of quantities (whole • If you are not a Cambridge school and would like

number answers) and express a smaller quantity to find out more about Cambridge Secondary 1

as a fraction or percentage of a larger one. complete our Expression of interest form at

• Use percentages to represent and compare www.cie.org.uk

different quantities.

Customer Services team at info@cie.org.uk or call them on +44 1223 553554.

- -0475804Uploaded byHassan Bareach
- math cafe menu 4th gradeUploaded byapi-262532143
- Master Algebra from Scratch Part 1: NumbersUploaded byHassan Mirza
- Math Grades 1-8 (1)Uploaded byTishena Lloyd
- LG MATH Grade 5 - Ratl.nos.Mult.dec. v2.0Uploaded byJonas Reduta Cabacungan
- Chapter 3 FractionsUploaded byfayyzal
- lesson paln adding fraction with unlike denominatorUploaded byapi-335617097
- Scheme of Work Maths Stage 7(2)Uploaded byArumugam Palaniapan
- 3 standards horizontalUploaded byapi-327901674
- cookingcommoncoreUploaded byapi-241942343
- southloopsyllabus 2015-20161Uploaded byapi-295133051
- es table grade 3 eoy for parcc finalUploaded byapi-115680157
- orca_share_media1559211976396Uploaded byAndreii Ca Rolino
- Year 5Uploaded byMoorsyidee Mokhtaruddin
- multiplicationdivisionnotesUploaded byapi-281272453
- CancelUploaded byjayseducation
- 04 Gr3 TEKSUploaded byBrisci
- Rpp PECAHANUploaded byAristya Dewi
- smlrd1.1314.pdfUploaded bygzautan
- Final Foundations to Learning and Teaching FractionsUploaded byPedro Ribeiro
- syllabus iiUploaded byapi-248369617
- rational number assessment task 1Uploaded byapi-286326250
- welcome to 6th grade 3Uploaded byapi-421878308
- TEACH FRACTION.pdfUploaded byYusrina Nur Amalia
- 1.2 Sub Chapter NotesUploaded byMe, Myself and I
- How to Teach Elementary MathUploaded bymahesh_mirle
- Year 5 Curriculum OutlineUploaded byStAugustinesSchool
- equivalent fractions review reducing fractions math lessonUploaded byapi-295547670
- m7 ch3 solutions finalUploaded byapi-272721387
- Fifth Grade AllUploaded byDarko Stanic

- Position District MVOCUploaded byalibanker
- Manual Christian ChildrenUploaded byRegus David
- LP Y4 UNIT 4 (W10)Uploaded byNor Narjihah
- BSBINN601 Learner Workbook V1.3Uploaded byOishi Hossain
- description: tags: acg-issuesUploaded byanon-964256
- How to Mind Map a Personal Development or Business BookUploaded byVinícius Santos
- Rally On 2 Lesson Plans for 2nd SecondaryUploaded bymarco_mtz_6
- The Effectiveness of a Metacognitive Approach to Teaching Word IdUploaded byiwed_iin
- role of abaUploaded byDiego Roy
- DLL_TLE 6_Q1_W1 VIVIAN.docxUploaded byRAndy rodelas
- Readmission Approval FormatUploaded byGkJayakumar
- Global Perspectives on Accounting Education - Power Point Library Paper FilipinoUploaded byMarione Bien Bungcayao
- singleton wump world lp 9 18Uploaded byapi-314846934
- Academic Vocabulary Topic Education VicUploaded bylemin1991
- NYITapplication MaitraUploaded byTiffany Dunn
- bank po questionpaperUploaded byshivgarmode1018325
- Scaffolding Student LearningUploaded byUniversity College Falmouth's openSpace
- amber-gilbert-sped856-running-assignment-2-originalUploaded byapi-324975660
- stahlians group presentation scriptUploaded byapi-310206374
- Guide to Tripods 7Cs Framework of Effective TeachingUploaded byChipelibre
- SNLP_16_Chap1Uploaded byVonny Pawaka
- learning engaging and empowering learning through technologyUploaded byapi-308979230
- discuss shiftsUploaded byapi-325889338
- Maritime English.pdfUploaded byZino Debab
- Teaching Teenagers LectureUploaded byEFL Classroom 2.0
- sample planning formUploaded byapi-350516787
- integrated TeachingUploaded byArt Scot
- lesson plan 2- dbqUploaded byapi-340864779
- Chapter Two the Grammar-Translation MethodUploaded byTariq Ghayyur
- Songs for ListeningUploaded byAlvaro Rios